YC Magazine, Wabash County Project Success - Dec 2017

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RESTART AND REFOCUS: GOAL SETTING TO ACHIEVE SUCCESS » The 40 Developmental Assets: Empowerment » A Rested “Computer”

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FEATURES & Refocus: Goal Setting 6 Restart to Achieve Success 40 Developmental Assets: 14 The Empowerment Rested “Computer”: The Single 16 ALargest Factor in Performing Well Media: Looking Forward to 20 Social Looking Back Are My Child’s IQ and 23 Marijuana: Mental Health at Risk if They Use It?

IN EVERY ISSUE

2 From the Director 5 The Kitchen Table 10 Faces in the Crowd 11 40 Developmental Assets 12 Assets in Action 18 Q&A and By the Numbers BROUGHT TO YOU BY

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ABOUT PROJECT SUCCESS The African proverb “It takes a village to raise a child” was the prevailing thought that started Project Success in the early 1990s. We invited people from the community, provided some breakfast, and 65 people came to listen and discuss what we could do together to support the youth of Wabash County. The conversation and the people are still coming almost 20 years later.

We have been thoughtful and intentional in our efforts to raise public awareness around underage drinking, responsible choices and behaviors, and supporting “all kids.” Like a child, we have grown from first steps in what to do through puberty, which is sometimes pretty chaotic in its ideas, and those twenties where we thought we had all the right answers. As in life, we have become more adult – more deliberate – in our approach on how we make decisions and more determined to engage all segments of our community.

Do we have all the answers – no – but we do have a long history of successes: the creation and implementation of a character education program for the school district; the development of an emergency dental program for low income children and youth; a youth conference for high school and middle school students; and the successful implementation of a city ordinance to ban marijuana-like substances from being sold by retailers. The contributions made by the coalition for the youth and community have been achieved by the active engagement of our members.

What are we doing now – where are we going? Project Success is now a 501 (c) (3) not-for-profit, which enables us to seek grant and foundation funding and allows individuals to make tax exempt donations. We have strengthened our by-laws and adopted policy and procedures.

Community change happens when people come together to identify common problems or goals, mobilize resources, and, in other ways, develop and implement strategies for reaching the objectives they want to accomplish. We have Project Teams that are working on coalition development, communications campaigns addressing underage alcohol, marijuana and other drug use, as well as controlled party dispersal to decrease underage drinking in Wabash County.

These areas were identified through data collection and assessment by the coalition.

We are committed to making a difference in our community and in the lives of our youth. As Mahatma Gandhi said, “Be the change you wish to see in the world.”

We welcome you to join our efforts in making Wabash County a safe and caring community.

This magazine was developed, in part, under grant number SP020431 from the Office of National Drug Control Policy and Substance Abuse and Mental Health Services Administration, Department of Health and Human Services. The views, policies, and opinions expressed are those of the authors, and do not necessarily reflect those of ONDCP, SAMHSA, or HHS.

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Director FROM THE

abash County Project Success is excited to welcome the school year with a new issue of YC Magazine. Each year brings a new set of challenges and opportunities for our youth and families. Our mission is to provide ongoing education, support and hope to those raising children, teens and preteens in today’s culture.

Every day we are overwhelmed with JODY HANISCH messages telling us what we should eat; how we should dress; and how we should be spending our time. It’s exhausting. The truth is, we are all doing the best that we know how. So, it’s time to take a deep breath and relax. YC Magazine is a tool to assist you with the every day ins and outs of parenting.

YC offers support and resources to help make each day a little less stressful. Parenting is tough, but you don’t have to go through it alone. In this issue of YC, “Confessions from the Kitchen Table” shares stories from teens who are experiencing daily struggles and how parents/guardians can help. Sometimes, in just relating to others’ stories is all the help we need. If our kitchen tables could talk, there would be many stories we could share with each other! A simple table filled with memories of laughter, hardship, and lessons learned.

While you continue flipping through the pages, take some time to discover the wonderful things our local youth are doing in our community and schools. Faces in the Crowd highlights local youth nominated by their teachers and administration who stand out in their school and community. It also highlights a community member who is dedicated to helping our local youth. You will also find our youth in 40 Development Assets. It highlights the essential qualities of life that help our young people thrive, do well in school, and avoid risky behavior. Wabash County youth continue to promote positive youth development through the assets in action.

Wabash County Project Success would like to thank our advertisers for their continued support in helping us provide YC Magazine.

Find more great resources at: Facebook: Wabash County Project Success Website: wcprojectsuccess.org Funding provided in whole or in part by the Illinois Department of Human Services.

WABASH COUNTY PROJECT SUCCESS Jody Hanisch, DFC Project Director wcpscoordinator@gmail.com 218 W 13th St, Mount Carmel, Illinois 62863

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CONFESSIONS FROM THE KITCHEN TABLE enior year is hard.

Granted, I’ve only been at school for about 15 days as I write this, but I stand by my ruling. I kind of expected the year to be a breeze, but early reports show that will most definitely not be the case. Not only do my classmates and I face the regular challenges of class, homework, and tests, but now there are applications to fill out, letters of recommendation to organize, scholarships to apply for. I mean, what even is a FAFSA and why do I need to finish it so quickly?

Any time anyone mentions college or future plans, the room experiences a collective shutdown as students rapidly try to repress the surge of deadlines and uncertainty that rises with the topic. From what I’ve gathered, most of my peers feel this universal sort of panic.

So what can you as parents do to help?

Answer Questions and Offer Advice Now, that may seem like an obvious one, as I don’t know any parent that would refuse to answer their child’s question, but hear me out. Speaking from personal experience and reflecting the feelings of my peers: we don’t know a whole lot about college. What kind of bachelor’s degree do I get, and how does it correlate with my masters? What’s the difference between an MD and a JD? What if I have no idea what courses I want to study?

These questions seem relatively rhetorical in their simplicity, but can not be dismissed.

Don’t assume that we know or understand the college process, because chances are, we don’t

– at least, not completely. Having a sit-down talk about the different courses of action once in college can be a big stress reliever; understanding greatly reduces anxiety.

In essence, offer suggestions that you would have liked to have known, and make sure your child understands the system he or she is getting in to.

Make a Timeline This time of year is arguably one of the busiest of our lives, and it’s easy to forget about deadlines and due dates as others continue to pour in. Now, some schools do provide students with charts that designate when things (such as applications, scholarships, or letters of recommendation) need to be completed, but such charts are very generalized, and don’t include specifics relevant to each student.

My solution, and the one that has worked well for my peers, is write out a personalized timeline that includes due dates and when you plan to work on college or scholarship applications. The structure is not only reassuring, but prevents the anxiety of forgetting a deadline, and simultaneously ensures completing work in a timely manner.

Instead of rushing to get everything done shortly before it’s due, I break it up and work on it gradually, checking off every day I complete something I planned.

For me, this structure allows me to visualize my progress and conceptualize the amount of work I still have left to do, greatly relieving the burden of unknown due dates.

Be There For It All Again, a relatively obvious one, but expressing interest in your child’s schedule and events makes a big difference. There is so much going on, and it can feel like we’re kind of alone in our struggle. A simple question like: “how is your ___ application going,” or “what is your schedule like this week,” really conveys support, while being an offer of your services as well.

Just checking up on us every once in a while is very reassuring. Being involved and interested in the process helps with the stress students tend to feel when faced with this mountain of work ahead of them.

So yeah. Senior year definitely is hard.

For me and my peers, and our parents as well. Not only do they have to deal with a stressed out teen facing the biggest change of their life so far, but they also are left with the fact that this year is the last year we’ll be dependent on them, living under the same roof. I can only imagine how daunting that prospect is.

These few pointers help parents and students alike limit stress and maximize efficiency, allowing families to make the most of their last few months together. As we prepare for the biggest adventure of our life, parents are preparing as well, and being involved in the process can be mutually beneficial in ensuring senior year is a smooth transition into adulthood. ■

YOU CAN SUBMIT YOUR STORY AT: wcprojectsuccess@gmail.com For many of us the kitchen table represents the typical family experience. We have laughed while having family game night. We have cried over our children’s choices. We have blown out the candles on many cakes. We have argued our way out of doing the dishes. We have struggled through those “three more bites.”

We have learned hard lessons and celebrated many deserved successes. One thing is for sure though—if our kitchen tables could talk, there would be plenty of stories! So often it is in relating to others’ stories that we realize there isn’t always one answer, or even a right answer. Parenting is hard work! If you have a story of lessons learned, we invite you to share it with our readers. Sometimes, knowing we aren’t the only ones struggling to find the answer is all the help we need.

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RESTART & REFOC

goal setting to ach

By LINDA COLLINS

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CUS

hieve success

With the approach of the halfway mark in the school year and a new year rolling around again, many of us may be feeling the stresses of failing to reach the milestones we set at the beginning of the school or calendar year. his is not the time to throw in the towel nor is it a time to think, “Well, this school year has been a failure, I’ll start over next year” or “I make New Year’s resolutions every year and never follow through, so what’s the point?”

Whether it’s been a failure to get that grade in math that was the goal in September, a failure to turn assignments in – either on time or at all – or a failure to make the team, this is the time we can help our kids recharge, refocus, and re-establish goals to help them achieve success. It’s also the time to help them develop the steps that will be needed to reach those goals.

We know that children look to us as role models, and they copy what we do. Now is the perfect time to be the good example and also give them the tools to help them achieve their goals. Developing a plan to reach the goals they have set for themselves and the New Year’s resolutions we will set for ourselves is a great motivator and life-skills task that they can use for years to come.

There are four steps to take when setting goals: 1) Goals need to be ones that MOTIVATE (the child, not the parent).

Sure, we would love to set goals that our children will complete all their homework on time, study uninterrupted until all assignments are complete, get eight hours of sleep every night, practice their musical instrument daily after school, etc. Some students are motivated to do all this, but that is more the exception than the norm.

We need to ask the child, “What is your goal for the rest of the year?” If it’s to make the team next year, then what steps will help them achieve that? If it’s to get in to a certain college, what are the requirements – grades, community service, extra-curricular activities, etc. We can never motivate them to achieve the goals we want for them; it has to be their goals. Have them write down why continued on page 9

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Do You Know The Signs and Symptoms of Depression

In Children:

The Depot Counseling Center

In Teens:

*Apathy *Headaches, stomachaches, back pain *Irritability or anger *Continuous feelings of sad*Fatigue or excessive sleeping * Difficulty conness *Social withdraw *Increased sensitivity to centrating *Excessive or inappropriate guilt rejection *Changes in appetite *Change in sleep *Rapid weight loss or gain *Irresponsible or riskpatterns *Vocal outbursts or crying *Difficulty taking behavior *Memory loss *Preoccupation concentrating *Low energy *Physical complaints 1001 N. Market St. Mt. with death and dying *Sadness, anxiety or hope*Loss of interests in hobbies or activities Carmel, IL 62863 lessness * Sudden drop in grades *Use of alcohol *Feeling of worthlessness *Thoughts of death or 618-263-4970 or drugs *Promiscuous sexual activity suicide *Impaired thinking A Division of the Wabash County Health Department

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continued from page 7

If a goal isn’t written down, it’s just a wish.

Writing it down is the first step in setting it in motion. that goal is important to them. They can return to that statement when they start to question why they wanted to do this in the first place.

2) Goals need to be SMART – Specific, Measurable, Actionable, Realistic, and Time Bound.

Specific: “I will study/practice an hour every day after school to increase my skill/ grade.” Saying that they’ll study more isn’t specific enough, just like saying we’ll lose weight in the New Year isn’t specific enough. If the ultimate goal is to get better grades, specific goals might include completing homework on time and turning it in (many teachers state students do their homework, they just don’t turn it in!), going to study sessions once a week, or reviewing material for 30 minutes every night.

If the goal is to make the team, specific goals might include practicing skills that they struggle with three to four times a week or asking a teammate, coach, or older sibling to help them. It could also include hitting the weight room in the summer or committing to a healthy lifestyle of nutritious food, proper sleep, and staying substance free.

Help them develop specific goals that they want to achieve.

Ineffective: Do better in school.

Effective: Complete and turn in homework daily.

Measurable: If the goal were to practice a musical instrument 30 minutes every day, did they complete the 30 minutes? If it were to get better grades, did they stay after school and get help when needed? In the weight loss example, eating better might include having a healthy breakfast every day and not having fast food for lunch. A chart might be helpful for a young person to keep track of meeting their goals. It also gives them a sense of accomplishment if they can put a check mark by each of their measurable goals.

Ineffective: Practice my musical instrument more.

Effective: Practice my saxophone 30 minutes a day.

Actionable: Have the goal start with an action word – increase, run, finish, quit, and not a “to-be” word – am, be, have.

Students who set a goal to increase their grade rather than be a straight-A student will have a much better chance of reaching the goal. Like our New Year’s resolution to lose weight, quit eating junk food is more attainable than being skinny. It’s much easier to “do” something than to “be” something.

Ineffective: Be a better soccer player.

Effective: Practice my passing skills.

Realistic: A goal to play in the NFL may not be attainable if the child is built more for being a jockey. Too often our goals are ‘pie in the sky,’ which then just makes us frustrated when we can’t reach them. Help students develop goals that are attainable.

Instead of stating they’ll get straight As by the next quarter, start with bringing up a grade in a couple of classes. If they bite off more than they can chew, even if they’re making small steps, they’ll give up and likely not want to set goals in the future. Be sure to celebrate those small milestones. Did they get a good grade on an assignment? Did they make a good pass in the game? Did they master a skill on their instrument? This will help build their confidence and encourage them to keep trying.

Help them develop realistic goals for what they’re ultimately trying to accomplish.

Ineffective: Compete in the Olympics.

Effective: Take five seconds off my time.

Time Bound: Every goal needs to have a timeline. When will they complete the tasks to achieve the goal? If an athlete wants to play varsity in the fall, then August might be a good timeline to achieve that, if they’re already playing junior varsity. If a student wants to increase their grade, it might be the end of the quarter or the semester.

Without a goal, a date is just a dream. Make sure the goal has a “by when” date.

Ineffective: Be a starter on the team.

Effective: Be a starter by next season.

3) Goals need to be in writing – and placed where they can be seen.

On the refrigerator or bathroom mirror are high traffic places. This keeps the goal front and center and a reminder of what is attempting to be accomplished. If a goal isn’t written down, it’s just a wish. Writing

it down is the first step in setting it in motion.

Have the child ask themselves every time they see the goal, “What are the next steps I need to take to make sure I reach this goal?”

4) An action plan needs to accompany all goals – what are the specific steps necessary to achieve the goal.

Setting goals without developing an action plan is like going on vacation with no plan of where, when, how, and with whom. Would we get in the car and start driving with no plan? Probably not. The same questions need to be answered with a goal to identify the steps required to be successful. In the increase grade example, the action plan could include: complete homework daily, turn it in, study the material for 30 minutes undistracted, get good sleep the night before tests, and attend study sessions.

Having a list of things to accomplish, and then being able to cross them off as they are achieved, helps build confidence and enthusiasm by showing kids they are making progress toward the ultimate goal.

In the 9th grade, Sam Darnold wrote down a list of goals and taped them to his mirror. They were: 1) Attend the University of Southern California (USC), 2) Be a sportscaster for ESPN, 3) Be a father, 4) Never do drugs or alcohol in my lifetime, 5) Always be known as the ‘nice’ person. Not only is he attending USC, he’s the starting quarterback. My guess is he has never done drugs or alcohol – he is too focused on his goals. When ESPN ran this story, they asked the sportscasters if he was a nice person, and they all agreed that he most definitely was one of the nicest people they had ever met.

That story is a testament to how writing down goals, reviewing them, and ensuring that every decision that is made is based on achieving them, helps anyone, even teens, reach their goals.

By helping young people set goals that motivate them, using the SMART steps to set goals, writing them down and reviewing them, and then developing an action plan to achieve them, we can give them skills to be successful in life. Psychologists say people who make consistent progress toward meaningful goals live happier, more satisfied lives than those who don’t. What a great gift we can give our children, not only for the rest of this year, but for the rest of their lives. ■

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Check out who’s standing out in our community.

IS THERE SOMEONE YOU’D LIKE TO NOMINATE? Please email wcprojectsuccess@gmail.com and tell us why this individual has stood out in your crowd.

Jonathan “JD” Bowser ALLENDALE, 6TH GRADE

JD does a fantastic job in the classroom, as he has routinely performed well enough to be on the honor roll. He loves to read and has consistently made the Accelerated Reading “Century Club”, which means he has obtained over 100 AR points for the school year. Beyond the classroom, JD also participates in all of the extra-curricular activities offered at Allendale School. He is a member of the baseball team, cross country team, basketball team, and track team. JD is also involved in band, as he plays the trumpet under the direction of Mr. Bill Hudson. His favorite sports teams to root for are the St. Louis Cardinals and the Seattle Seahawks.

Eric Acree ST. MARY’S, 6TH GRADE

Eric is the son of John and Kim Acree. He has two brothers, Evan and Elliott. He is a student at St. Mary’s School, where he has attended since preschool. Eric is active in football and basketball. He strives for high academic achievements in all his classes. Eric’s character on and off the field or court is a great example to all of what sportsmanship looks like. Eric has a very caring heart. He is always checking on others. He is helpful to the students and staff at school every day and shares his contagious smile and positive attitude with all around him. No matter what the challenge is, Eric works hard and never gives up.

Alexandra Slane MCJH, 7TH GRADE

Mt. Carmel Junior High has selected Alexandra as our student for the Faces in the Crowd. Lexi is the daughter of Chris and Katie Slane. Lexi is currently a 7th grade student and is always ready to help out when asked. Lexi is a natural leader among her peers and an outstanding academic student. She attends Parkview Christian Church, and she has dreams of being a medical missionary. Lexi plays soccer and swims for the Wabash Valley Sharks. Lexi contributes her success to the fact that she has a loving family and supportive church family that encourages her.

Lauryn Wright MCHS, SENIOR

Lauryn is the daughter of Mark and Kristi Wright. Lauryn is very involved in the MCHS music department. She has been the MCHS drum major for the past two years. Lauryn plays the French horn when she isn’t directing the band. She has also participated in the MCHS musicals for the past five years and is a member of the Singing 7 vocal group. Lauryn is a compassionate and positive leader in her school and community. She is an active member of the Keensburg Christian Church, co-captain of the Lady ACES basketball team, Youth Advisory Board member, National Honor Society, Carmel Crazies Pep Club, and Future Business Leaders of America (FBLA) President. She also enjoys babysitting and working at Hocking’s Green Thumb.

Larry Letson COMMUNITY MEMBER

Larry is a long-time resident of Mt. Carmel and enjoys serving his community. You may have heard his voice announcing Little League baseball; seen him on the sidelines helping coach St. Mary’s basketball; or helping as a manager with some of the local football teams. Larry can also be found selling raffle tickets to support Mt. Carmel football; riding in the annual Christmas parade; and encouraging volunteers to help ring bells for Operation Share. From birth until he was 13 years old, Larry struggled with epileptic seizures which have affected his speech.

Nevertheless, he has sought God’s help to live life to the fullest and is a good example of determination, perseverance and seeking God’s strength to rise above any difficulties! Thank you Larry!

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120 E. 4th Street Mt. Carmel, IL 62863 Business Phone: (618) 262-4114

TIP LINE: 618-262-HALT (4258) Find us on Facebook

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Located at First Christian Church 803 North Market Street Mt. Carmel, IL Call 618-240-2649 to donate or set up an appointment for a dress!

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40 DEVELOPMENTAL ASSETS

Wabash County Crime Stoppers

40 Developmental Assets are essential qualities of life that help young people thrive, do well in school, and avoid risky behavior.

Youth Connections utilizes the 40 Developmental Assets Framework to guide the work we do in promoting positive youth development. The 40 Assets model was developed by the Minneapolis-based Search Institute based on extensive research. Just as we are coached to diversify our financial assets so that all our eggs are not in one basket, the strength that the 40 Assets model can build in our youth comes through diversity. In a nutshell, the more of the 40 Assets youth possess, the more likely they are to exhibit positive behaviors and attitudes (such as good health and school success) and the less likely they are to exhibit risky behaviors (such as drug use and promiscuity).

It’s that simple: if we want to empower and protect our children, building the 40 Assets in our youth is a great way to start.

Look over the list of Assets on the following page and think about what Assets may be lacking in our community and what Assets you can help build in our young people. Do what you can do with the knowledge that even through helping build one asset in one child, you are increasing the chances that child will grow up safe and successful. Through our combined efforts, we will continue to be a place where Great Kids Make Great Communities.

Turn the page to learn more!

We do not charge a fee for our dresses.

The 40 Developmental Assets® may be reproduced for educational, noncommercial uses only. Copyright © 1997 Search Institute®, 615 First Avenue NE, Suite 125, Minneapolis, MN 55413; 800-888-7828; www.search-institute.org. All rights reserved.

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assets in action

40 DEVELOPMENTAL ASSETS

1 Grandparent’s day at St. Mary’s School

SUPPORT

1. Family support: Family life provides high levels of love and support.

2. Positive family communication: Young person and her or his parent(s) communicate positively, and young person is willing to seek advice and counsel from parent(s).

3. Other adult relationships: Young person receives support from three or more nonparent adults.

4. Caring neighborhood: Young person experiences caring neighbors.

5. Caring school climate: School provides a caring, encouraging environment.

6. Parent involvement in school: Parent(s) are actively involved in helping young person succeed in school.

EMPOWERMENT

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Mr. Leis and Brayden Stipp welcoming the new year YAB members help with AG Days booth

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7. Community values youth: Young person perceives that adults in the community value youth.

8. Youth as resources: Young people are given useful roles in the community.

9. Service to others: Young person serves in the community one hour or more per week.

10. Safety: Young person feels safe at home, at school, and in the neighborhood.

BOUNDARIES & EXPECTATIONS

11. Family boundaries: Family has clear rules and consequences and monitors the young person’s whereabouts.

12. School boundaries: School provides clear rules and consequences.

13. Neighborhood boundaries: Neighbors take responsibility for monitoring young people’s behavior.

14. Adult role models: Parent(s) and other adults model positive, responsible behavior.

15. Positive peer influence: Young person’s best friends model responsible behavior.

16. High expectations: Both parent(s) and teachers encourage the young person to do well.

CONSTRUCTIVE USE OF TIME

Friends having fun together during the Homecoming parade

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17. Creative activities: Young person spends three or more hours per week in lessons or practice in music, theater, or other arts.

18. Youth programs: Young person spends three or more hours per week in sports, clubs, or organizations at school and/or in the community.

19. Religious community: Young person spends one or more hours per week in activities in a religious institution.

20. Time at home: Young person is out with friends “with nothing special to do” two or fewer nights per week.

If you or your child would like to submit a picture that represents one of the 40 Developmental Assets, please email the picture with information and the number of the asset the picture represents to: wcprojectsuccess@gmail.com. Not all pictures are guaranteed publication.

21 Mrs. Bruce’s 1st grade celebrating Constitution Day

COMMITMENT TO LEARNING

21. Achievement motivation: Young person is motivated to do well in school.

22. School engagement: Young person is actively engaged in learning.

23. Homework: Young person reports doing at least one hour of homework every school day.

24. Bonding to school: Young person cares about her or his school.

25. Reading for pleasure: Young person reads for pleasure three or more hours per week.

POSITIVE VALUES

26. Caring: Young person places high value on helping other people.

27. Equality and social justice: Young person places high value on promoting equality and reducing hunger and poverty.

28. Integrity: Young person acts on convictions and stands up for her or his beliefs.

29. Honesty: Young person “tells the truth even when it is not easy.”

30. Responsibility: Young person accepts and takes personal responsibility.

31. Restraint: Young person believes it is important not to be sexually active or to use alcohol or other drugs.

SOCIAL COMPETENCIES

32. Planning and decision making: Young person knows how to plan ahead and make choices.

33. Interpersonal competence: Young person has empathy, sensitivity, and friendship skills.

34. Cultural competence: Young person has knowledge of and comfort with people of different cultural/racial/ethnic backgrounds.

35. Resistance skills: Young person can resist negative peer pressure and dangerous situations.

36. Peaceful conflict resolution: Young person seeks to resolve conflict nonviolently.

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Morgan and Kami help out at MCHS Allendale and SMS baseball teams collect for hurricane relief

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POSITIVE IDENTITY

37. Personal power: Young person feels he or she has control over “things that happen to me.”

38. Self-esteem: Young person reports having a high self-esteem.

39. Sense of purpose: Young person reports that “my life has a purpose.”

40. Positive view of personal future: Young person is optimistic about her or his personal future.

Friends showing school spirit together during Homecoming activities

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40 THE

DEVELOPMENTAL ASSETS

EMPOWERMENT

By KELLY ACKERMAN, Parent Educator

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YC Magazine highlights 40 Developmental Assets in each issue. These assets are evidence-based to positively contribute to the development of children across their lifespan.

esearch clearly shows that the more assets a young person has, the less likely they are to participate in risk-taking behaviors during adolescence including drug and alcohol use, violence, illicit drug use, and sexual activity.

Sadly, the average young person has less than half of these assets according to Search Institute. This article is one in a series to highlight the eight categories of assets in order to more fully engage families, schools, agencies, businesses, and community members in ensuring our children experience as many assets as possible.

EMPOWERMENT This developmental asset consists of the following four aspects: 1. COMMUNITY VALUES YOUTH 2. YOUTH AS RESOURCES 3. SERVICE TO OTHERS 4. SAFETY An important developmental need is to feel safe and valued. The empowerment asset focuses on how a community views youth and the opportunities they have to contribute to society in meaningful ways.

Adults empower youth when youth feel they have meaningful roles to play in their families, schools, and communities. A teen may feel valued at home or in school, but feel ignored or even treated with hostility by adults in the community. This inconsistency would lessen a youth’s sense of empowerment and even undermine their sense of connection to their community.

Ultimately, all adults have a role to play in empowering youth.

Adults empower youth by ensuring that youth have a chance to add their voices to decisions that affect them and that they have opportunities to define and act on the priorities in their lives. In other words, youth who are empowered feel they can make a difference.

Research shows that youth who feel valued and useful show many positive outcomes including better mental health, more involvement in the community, and thinking through situations to determine the difference between right and wrong. In addition, empowerment is associated with reduced substance use, violence, and delinquency.

Community Values Youth The key to helping youth feel empowered is adults believing in their capacity. However, the majority of youth report not experiencing empowerment. When programs do not enable youth to play meaningful roles, youth may drop out of or avoid those programs when given a choice. To truly empower them, we must give them the opportunity to participate in real decision making about the goals and objectives.

If adults simply asked youth their opinions, really listened to them, and acted on those views and ideas, young people would not only view that as a major achievement, but we could obtain a lot of great ideas. Empowerment is built through daily experiences, affirming youth’s value, and simple gestures that communicate a desire for their contributions.

Youth as Resources One of the greatest examples of using youth as resources was having 7th graders plan alcohol-free activities for their peers. It was found the young people who helped organize, versus ones who simply attended the events or did not participate, were significantly less likely to report using alcohol.

It was also found that youth with lower than C averages in school wanted to volunteer in the community as much as students with better grades, but the community rarely asked those lower GPA students to contribute.

People of all ages want to feel that they make a contribution and play a meaningful role in their community, whether at home, at school, or in the neighborhood. Adults can help youth serve as resources simply by asking them to share their opinions, skills, or knowledge, such as how to solve

a community problem or use technology.

Other ideas include holding family meetings to develop a chore schedule with everyone’s input on their choices. Involving youth in planning events such as holiday celebrations, trips, menus, and even cooking help them feel their input matters.

Service to Others Community service, volunteering, and service learning do more than allow youth to help the community—these activities also provide youth with the positive experiences, relationships, and connections that help them thrive. One reason youth may not serve is they feel their help isn’t welcome. A Gallup poll found that teens were four times more likely to volunteer if they were asked, but only half reported that they had been asked to help.

Serving others doesn’t always mean taking on a big commitment—it can be as simple as picking up litter in the park, taking a meal to a sick neighbor, or helping a younger sibling with their homework. Youth benefit the most when they can “do” instead of just observe.

Safety Feeling safe at home, at school, and in the community is necessary for young people’s health and wellbeing. There are multiple elements of safety for young people, all of which are important to help children thrive. These elements include safety from accidents and hazards, safety from crime and violence, and safety from bullying and harassment, just to name a few.

Helping young people learn to manage their own safety and react in case of emergency will help them develop confidence and independence that empowers them to make the right choices.

We must also avoid overstressing safety, which can lead youth to avoid healthy risks that help them grow.

When youth have been empowered by families, schools, and communities, they are both the producers and the beneficiaries of community development, which is a winwin for all involved. ■

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A RESTED “COMPUTER” the single largest factor in performing well

By JOHN GREIG UNDERWOOD, Director, Human Performance Project

ithout any question the brain and central nervous system (CNS) play the most significant role in all peak mental or physical performance. They are the computer that runs our body. Unfortunately the CNS is either ready or not.

The ability to perform at one’s best in the classroom, on stage, in the big game or at work depends on CNS readiness. This means that the brain and nervous system are fueled, rested and ready. Every physical movement comes from brain CNS impulses. For an athlete, dancer, or musician, the CNS controls every part of performance potential including function of skills, exact movements, the firing sequences of muscles, reflexes and reaction, and many connected physiological functions, including the heart, lungs, and muscles. Thinking skills also require CNS readiness for processing, focus, and learning.

The most significant factor for the brain and CNS to function at top level is that it is rested. This has been documented throughout decades of studies on reflexes, reaction and many other variables which measure CNS readiness. Recent studies centering on sleep and rest as a factor in optimal mental or physical performance have proved conclusively that sleep is clearly a predictor of performance in anything one does.

During the 16 hours a day we are up and awake, the brain’s reserves are used up and energy levels are spent. Late day fatigue reduces mental and physical performance. Speed of mental tasks for speed and accuracy decline from 1:00 PM onward throughout the day.

The social-emotional- psychological impact of high level performance fatigue is well documented. The stress and stressors of performing at one’s best weaken and effect CNS reserves. These factors result in decreased performance potential and are greatly increased as a result of loss of quality sleep.

When the CNS is fatigued we not only lose our ability to think, but perform physically as well. Most people have experienced pulling an “all-nighter”, which leaves one feeling quite dysfunctional for at least the next 24 hours. Confusion, inability to focus, memory glitches, concentration lapses, decreased motivation, moodiness, irritability and emotional instability are some of the classic signs that develop. At the same time, physical exhaustion, fatigue, increased perception of effort, decreased speed, power and skills ability are often symptoms of lack of sleep. It is clear that the brain and CNS deficits are major factors in these functions failing. When the brain is rested it performs… when it is fatigued it cannot.

Fatigue is a state when energy loss exceeds energy availability.

Sleep loss clearly increases this. It seems very likely that the muscle processes are also greatly involved. An individual who loses sleep and has no requirements for physical activity/stress, faces much less trauma than an athlete who must train or compete despite the fact they are fatigued.

Cheri Mah’s recent research at Stanford University with elite athletes in numerous sports has connected for the first time the

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fact that these energy drains may be the result of not enough sleep.

Performance potential can clearly be predicted by sleep. It is clear that the brain builds up energy reserves or shortages over one to three days. To expect top performance by only getting a good night sleep the night before a big event would be risking a huge investment in time, effort and energy that may not pay out in performance. Rest in the last 24 hours prior to a major performance cannot in most cases guarantee top- level performance. For a very important performance on a Saturday CNS readiness would need to start on Wednesday night.

Using substances impairs many of the pieces that allow the CNS to reload and repair and build up energy reserves. Depressants like alcohol and marijuana depress nearly every physiological system and delay the build up of reserves. Stimulants cause disturbances and prevent the deep sleep (REM) when most of these reserves accumulate. + Quite simply, performance is at the mercy of CNS energy reserves. + Sleep is the single largest factor in energy reserves or deficits. + Drugs impair all CNS performance functions.

HOW TO ENSURE ONE HAS A RESTED BRAIN AND CENTRAL NERVOUS SYSTEM: + Make sleep a critical part of a regular performance routine. + Extend nightly sleep for several nights to reduce sleep debt before performing. + Maintain low sleep debt by getting enough nightly sleep (minimum of eight hours and as much as nine or more hours during high stress or growth). + Keep a regular sleep-wake schedule, going to bed and waking up at the same times every day. + Take brief naps (30 minutes or less) to obtain additional sleep during the day, especially if drowsy. + Don’t use alcohol or marijuana prior to sleep. + Don’t use stimulants to try to overcome the deficits of sleep debt.

Whether performing in sport, academics, or the arts, optimal performance is awesome – nothing else is even close. ■

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BY THE

NUMBERS

Q. How can I tell if my child is living with emotional distress or using substances?

A.

First, it is important to understand the difference between a stressful day or event and the experience of living with emotional distress.

All of us have had stressful days or stressful times. While those are certainly challenging or overwhelming, they typically resolve over a brief time. However, living with emotional distress is experienced as a chronic way of being that impacts our ability to function on a daily basis. Anxiety, depression, traumatic reactions and other conditions can be difficult to detect in some kids. Mental illness and substance use can be something that is difficult to acknowledge and talk about.

Keys to recognizing the signs of a problem is being aware of your child’s patterns – their routines, friends, activities and typical mood and how those have changed. A child’s attitudes, behaviors, relationships and concerns may reflect new and unresolved stressors. An increase in risk-taking behaviors, or a shift in how your child communicates with you can signal emotional distress that has become chronic. Just as concerning is a major shift in activities, becoming more withdrawn, sullen, secretive or selective about what they are willing to discuss.

Any significant physical change or change in personal hygiene should be evaluated. Lack of sleep, exhaustion, lack of regard for their appearance or concern for themselves always requires further evaluation.

Struggling kids and teens can be reluctant to disclose unpleasant feelings or thoughts. A sudden shift in your child’s comfort with discussing life topics can signal that there is a problem. If your child seems to be avoiding activities, friends or places that they used to enjoy, take the opportunity to talk with them about what you are seeing. Many emotionally distressed youth struggle with acknowledging an overwhelming situation and may rely on peers or social media to communicate their struggles.

Become familiar with the common language about substance use, learn what substances look and smell like, as well as how they are used and stored. Substance use can be challenging to detect when a youngster is determined to keep it hidden. Be diligent in staying connected and working to assure that your relationship with your youngster is supportive and healthy.

If you are concerned in any way about emotional distress or substance use, have your child screened at their doctor’s office, school or counselor’s office.

HAVE A QUESTION?

email: wcprojectsuccess@gmail.com We cannot guarantee all questions will be published; however, we will do our best to respond to all questions submitted.

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1665

The number of steps in the Eiffel Tower.

38

The number of days the average person spends brushing their teeth in their lifetime.

2500

The number of left-handed people who die per year using right-handed products.

50 million The number of visitors MySpace still gets each month (as of 2016).

264

The number of straws a person put in their mouth at once to set the world record.

4

The number of noses a slug has.

SOURCE: www.thefactsite.com

827 Chestnut St. Mt. Carmel (618) 262-2005 Fax (618) 262-2012

Shawn Storckman

Tia Morgan

St. Mary-Our Lady of Mount Carmel Catholic Church 125 West 5th Street, Mt. Carmel, IL Reverend Father Robert Zwilling, Pastor www.stmarysparish.net Phone: 618.262.5337

Mass Times:

Saturday 5:00 p.m.

Sunday 7:00 a.m. & 10:30 a.m.

St. Sebastian Catholic Church 4921 N 1400 Blvd, Mt. Carmel, IL Reverend Father Robert Zwilling, Pastor

Mass Times:

Sunday 8:30 a.m.

Wednesday 6:30 p.m.

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SOCIAL MEDIA looking forward to looking back

By DANIEL CHAMPER, LCPC, Intermountain Clinical Manager of School Based Services

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When I was a child, I would often wonder what it would be like to be a parent. I long envied my parent’s freedom to stay up past 7:30 pm or their ability to choose to eat ice cream or pizza whenever the mood decided to strike. Of all of the perceived benefits of being a parent, I most wanted the superpower of telling the famed “back in my day” stories.

wanted the ability to astound and shock my own children with the nitty gritty horrors of scraping out an existence in the distant past. What I didn’t anticipate was the content of the stories I would get to tell.

Instead of telling tales of hills that only ascend and cold weather that threatens to end all life, my appalling anecdotes will have a radically different flavor. I will shock with tales of the days when writing on people’s walls resulted in a misdemeanor. I will awe with accounts of year books and not face books. And, I will offend with explanations that bathroom mirrors were to be used for completing personal hygiene (and not exclusively for selfies). The world is a very different place, for better or for worse.

We now live in an age where the lines between the home and the external world continue to erode. Social media has given us the ability to access the “outside” from inside our living rooms and bedrooms.

The term social media is broad and almost impossible to define accurately.

Social media can be a wonderful tool for socialization, education, and entertainment.

Yet, like any other tool, it comes with risk.

The number of apps and networking sites is astronomical and grows every day. As a result, many parents adapt a “stick your head in the sand” mentality. We convince ourselves that the dangers that exist in

the cyber world are easily kept at bay by simply clicking the “safe search” option on Google or by enabling the parental control features on all of our electronic devices.

This sentiment couldn’t be further from the truth. Relying solely on the built-in safety features of social media site/apps and technological devices is the equivalent of using duct tape to lock a bank vault.

Keeping your children and teens safe from the dangers connected with social media begins with active attempts to increase your own personal awareness. Web designers create new apps, sites, and file sharing avenues every day. Most of these developers are intent solely on making a profit and create technological platforms without malice. This is not always the case.

Many applications and sites are designed with ambiguous guidelines and features that are intended to disguise identities and cloak darker motives. Even positive social media platforms can be unpredictable and dangerous when people with evil intentions use them to reach their end goal.

A parent’s most effective tool in reducing the level of danger to which their child is exposed is to actively research each application and social media site.

The utilization of external resources to evaluate and scrutinize is essential. Talk to other parents. Attend public information gatherings. Contact law enforcement with

questions and concerns. Use the internet to gather information using reputable websites and news agencies. Be active. Dig. Then keep digging. Today’s social media will not be tomorrow’s social media. We have a responsibility to pursue the safety of our children.

Awareness then leads to education. We must talk openly and honestly with our families about the dangers and risks that accompany social media. Be sure to use language and concepts appropriate to the age of each child. Next, set an expectation of transparency. Explain why it is important for parents to be involved in this aspect of your child’s life. Finding a balance between being domineering and permissive is often the most challenging aspect of this step.

Finally, establish firm boundaries around the use of social media. Define clear and appropriate consequences to accompany these boundaries. While we can never guarantee the safety of our children, we can greatly reduce the risks and dangers associated with social media by starting with these steps.

In many ways, the world is a very different place than it was “back in our day.”

The world seems to be flatter and much more accessible. But, with a little effort and knowledge, we can ensure that our children’s “back in my day” stories come with a happy ending. ■

+ Facebook has a filtering feature that can allow teenagers to hide certain posts from

MORE TIPS

parents or other adults. Use your best judgment to determine if your child might be filtering the posts that you see.

+ Most parents are surprised to learn that their child has social media accounts on sites you probably didn’t even know about. Talk to your child and make sure you know every site they are using and how they are used.

+ Check that privacy settings for the Internet and Facebook are set to the strictest levels.

Depending on your browser, you can adjust the settings directly from the options tab and adjust levels around cookies, third party sites and more. This protects the computer user and the computer from viruses.

Daniel Champer is a Licensed Clinical Professional Counselor who currently serves as the clinical manager of School Based Services for Intermountain in Helena, Montana.

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262.

237.

8472

TEXT-A-TIP Help us keep everyone safe by texting us about bullying, underage drinking, drug use, suicidal thoughts or anything else you think might be dangerous or illegal.

All tips are handled privately and confidentially.

If it’s an emergency, please call 911 immediately.

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WABASH COUNTY

PROJECT SUCCESS

Building Communities, Strengthening Lives

MARIJUANA:

Are my child’s IQ and mental health at risk if they use it?

By KIMBERLY GARDNER, LCSW, LAC

ith all of the information, legislation and conversation about marijuana these days, it’s challenging to know what is the real deal and how to parent our kids and teens in ways that protect them and build the resilience they need to avoid using it. It’s safe to say that the marijuana being used today is much different in levels of concentration of Tetrahydrocannabinol (THC), toxicity, psychoactive components and risk of harm than ever before. As we learn more about true medical marijuana (Cannabidiol, or CBD, a type of marijuana that does not have the psychoactive and euphoric effects of THC), and as laws change, parents can be confused or unclear about the use of marijuana in general. While our culture and society continue the conversation, it’s critical for parents to continue to be informed about the potential effects that marijuana use could have on their child or teen’s development.

Marijuana use is on the rise across age groups, including teens and children. For teens who use marijuana, the average age, nationally, of first use is age 12. Middle School and high school are years of rapid brain development in which significant changes are occurring.

While many youngsters will develop well into adulthood, research

is showing us that there are some who will not fare well if substance use is initiated during those formative years. Mental health and academic achievement can be significantly impacted with early or adolescent marijuana use.

Although marijuana is often thought of as “natural” and as such, harmless, there is plenty of research to dispute that perspective.

Research is showing that early marijuana use can permanently lower a youngster’s IQ by 8-15 points. Marijuana use, in particular, has also been associated with the development of panic disorders, attention-deficit/hyperactivity disorder and social anxiety. For those youngster’s with a tendency to develop depression and anxiety, the risk is increased when marijuana use is initiated during the developmental of middle and high school years. According to Michael Compton, MD, MPH, “Marijuana doubles the risk of schizophrenia in adolescents who use it but it may be more worrisome in high-risk adolescents.”

There are also many online resources to access to stay informed.

One of the best is NIDA’s website (www.drugabuse.gov). It provides factual information on all aspects of drug abuse, particularly the effects of drugs on the brain and body. ■ www.wcprojectsuccess.org

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Hours: Monday—Thursday 7:30 a.m—7:00 p.m.

Friday 7:30 a.m.—4:30 p.m.

Availability of FREE library card to anyone in our area.

Large children’s collection!

For more information contact: Sandy Craig craigs@iecc.edu or 618-263-5097

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115 West 8th Street • Mt. Carmel, IL 62863 (618) 263-3888 • www.kempercpa.com www.wcprojectsuccess.org

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Wabash County Project Success 218 W 13th Street Mount Carmel, IL 62863

www.wabashgeneral.com/providers www.wabashgeneral.com/providers www.wabashgeneral.com/providers

FIND RIGHT FOR YOU FINDTHE THEPROVIDER PROVIDERTHAT’S THAT’S RIGHT FOR YOU FIND THE PROVIDER THAT’S RIGHT FOR YOU CARDIOLOGY CARDIOLOGY CARDIOLOGY Dr. Marlon Jordan Dr. Marlon Jordan 1418 College Dr., Mt. Carmel, IL Dr. Marlon 1418 CollegeJordan Dr., Mt. Carmel, IL P: 812-471-0944

Diane DeStefano, ACNP-BC Diane DeStefano, ACNP-BC

Dr. Justin Dr. Justin MillerMiller

Wabash General Hospital Primary Care

Orthopaedic Surgeon

Diane DeStefano, ACNP-BC Dr. Justin Miller Wabash General Hospital Primary Care Orthopaedic Surgeon 1123 Chestnut St., Mt. Carmel, IL 1527 College Dr., Mt. Carmel, IL Wabash GeneralSt., Hospital PrimaryILCare Orthopaedic Surgeon 1527 College Dr., Mt. Carmel, IL 1123 Chestnut Mt. Carmel, P: 618-263-4376 | F: 618-262-7970 P: 618-263-6400 | F: 618-263-6291 1527 College Dr., Mt. IL 1123 Chestnut St., Mt. Carmel, IL P: 618-263-6400 | F:Carmel, 618-263-6291 P: 618-263-4376 | F: 618-262-7970 1418 College Dr., Mt. Carmel, IL 213 NW 10th St., Ste. E, Fairfield, IL Dr. S.B. Jani | F: 618-262-7970 P: 812-471-0944 P: 618-263-6400 | F: 618-263-6291 P: 618-263-4376 P: 10th 618-842-4180 | F: 618-842-4181 213 NW St., Ste. E, Fairfield, IL P: 812-471-0944 Dr.1106 S.B.Oak JaniSt., Mt. Carmel, IL FAMILY PRACTICE 213 NW 10th St., Ste. E, Fairfield, IL P: 618-263-6575 | F: 618-262-4468 Dr. S.B. Jani P: 618-842-4180 | F: 618-842-4181 1112 Oak St., Carmi, IL 1106 Oak St., Mt. Carmel, IL FAMILY PRACTICE Dr. Thomas Selby P: 618-842-4180 | F: 618-842-4181 P: 618-382-2222 | F: 618-382-3333 1106 Oak St., Mt. Carmel, IL Alicia Kinsolving, PA-C | F: 618-262-4468 FAMILY PRACTICE Wabash General Hospital Primary Care P: 618-263-6575 1112 Oak St., Carmi, IL Dr. Thomas Selby 1106 Oak St., Carmel, IL P: 618-263-6575 | F:Mt. 618-262-4468 Dr. Karsten 1112 Oak St., Carmi, 1123 Chestnut St., Mt. Carmel, IL P: 618-382-2222 |Slater F:IL618-382-3333 Alicia Kinsolving, PA-C Dr. Thomas Selby P: 618-263-6575 | F: 618-262-4468 Wabash General Hospital Primary Care Sports Medicine P: 618-262-2277 | F: 618-262-2281 P: 618-382-2222 | F: 618-382-3333 Alicia Kinsolving, PA-C 1106 Oak St., Mt. Carmel, IL Wabash GeneralSt., Hospital Primary 1527 College Dr. Karsten SlaterDr., Mt. Carmel, IL 1123 Chestnut Mt. Carmel, ILCare Dr. Lawrence Jennings Clay Walker, PA-C 1106 Oak St., Mt. Carmel, IL P: 618-263-6575 F: 618-262-4468 Dr. Karsten Slater P: 618-263-6400 | F: 618-263-6291 1123 Chestnut St.,| F: Mt. Carmel, IL Medicine 1430 College Dr.,| Ste. A, Mt. Carmel, IL Sports P: Wabash 618-262-2277 618-262-2281 General Hospital Primary Care P: 618-263-6575 | |F:F:618-262-4468 Sports Medicine P: 618-263-5113 618-263-3195 P: 1123 618-262-2277 | F: 618-262-2281 1527 College Dr., Mt. Carmel, IL 2200 State St., Lawrenceville, IL Chestnut St., Mt. Carmel, IL Dr. Lawrence Jennings Clay Walker, PA-C 1527 College Dr., Mt. Carmel, IL P: 618-707-4360 | F: 618-707-4370 P: 618-263-6400 | F: 618-263-6291 Dr. Lawrence Jennings P: 618-262-2277 | F: 618-262-2281 Ruth Shilling, PA College Dr., Ste. A, Mt. Carmel, IL Clay Walker, Wabash GeneralPA-C Hospital Primary Care 14301430 F: 618-263-6291 College Mt. Carmel, IL P: 618-263-6400 213 NW 10th| St., Ste. E, Fairfield, IL 1430 College Dr., Ste. A,Ste. Mt.A, Carmel, IL P: 618-263-5113 | Dr., F: 618-263-3195 Wabash General Hospital Primary Care 2200 State St., Lawrenceville, IL 1123 Chestnut St., Mt. Carmel, IL P: 618-263-5113 | F: 618-263-3195 GENERAL SURGERY P: 618-842-4180 | F: 618-842-4181 P: 618-263-5113 | F: 618-263-3195 2200 State St., Lawrenceville, IL 1123 Chestnut St., Mt. Carmel, IL P: 618-707-4360 | F: 618-707-4370 P: 618-262-2277 | F: 618-262-2281 Ruth Shilling, PA 1112 Oak St., Carmi, IL Dr. Ketan Vyas Dr. Richard Oppeltz P: 618-707-4360 | F: 618-707-4370 P: 618-262-2277 | F: 618-262-2281 Ruth Shilling, PACenter 1430 College Dr., Ste. A, Mt. Carmel, IL 213 NW St., Ste. E, Fairfield, IL P: 10th 618-382-2222 | F: 618-382-3333 Grayville Medical 1430 College Dr., Ste. B, Mt. Carmel, IL 1430 College Dr., Ste. A, Mt. Carmel, 213 NW 10th St., Ste. E, Fairfield, IL P: 618-263-5113 | F: 618-263-3195 610 N. Court St., Grayville, IL IL GENERAL SURGERY P: 618-842-4180 | F: 618-842-4181 P: 618-263-6190 | F: 618-262-7351 Julia Corwin, PA-C P: 618-263-3195 GENERAL SURGERY P: 618-842-4180 | F: 618-842-4181 P:618-263-5113 618-375-7101| F: | F: 618-375-7183 Orthopaedics/Sports Medicine 1112 Oak St., Carmi, IL Dr. Ketan Vyas Dr. Richard Oppeltz GYNECOLOGY 1527 College Dr., Mt. Carmel, IL 1112 Oak St., Carmi, IL Dr. Ketan Vyas P: 618-382-2222 | F: 618-382-3333 Grayville Medical Center Dr. Oppeltz 1430Richard College Dr., Ste. B, Mt. Carmel, IL ONCOLOGY/HEMATOLOGY P: 618-263-6400 | F: 618-263-6291 P: 618-382-2222 | F: 618-382-3333 Grayville Medical Center Dr. Herman L. Reid III 610 N. Court St., Grayville, IL 1430 College Dr., Ste. B, Mt. Carmel, IL P: 618-263-6190 | F: 618-262-7351 Julia Corwin, PA-C Ahmed IL 1418 College Dr., Mt. Carmel, IL 610Dr. N. Maqbool Court St., |Grayville, P: 618-375-7101 F: 618-375-7183 P: 618-263-6190 | F: 618-262-7351 Julia Corwin, PA-CMedicine PODIATRY 1306 College Dr., Mt. Carmel, IL Orthopaedics/Sports P: 812-753-5950 P: 618-375-7101 | F: 618-375-7183 P: 618-263-3700 | F: 618-263-3725 Orthopaedics/Sports Medicine GYNECOLOGY 1527 College Dr., Mt. Carmel, IL Richard J. Loesch, DPM ONCOLOGY/HEMATOLOGY GYNECOLOGY 1527 College Dr.,|Dr., Mt. Carmel, IL IL HEARING CLINIC P: 618-263-6400 F: 618-263-6291 1418 College Mt. Carmel, Dr. Herman L. Reid III ONCOLOGY/HEMATOLOGY ORTHOPAEDIC & P: 618-263-6400 | F: 618-263-6291 P: 812-386-6750 All American Hearing Clinic Dr.SPORTS Maqbool MEDICINE Ahmed Dr. L. Reid III 1418Herman College Dr., Mt. Carmel, IL 1418 College CollegeDr., Dr.,Mt. Mt.Carmel, Carmel, Dr. Ahmed PODIATRY 1306Maqbool College Dr., Mt. Carmel, IL 1418 ILIL P: 812-753-5950 SLEEP STUDY P: 618-380-4077 Dr. Julko Dr., Fullop PODIATRY 1306 College Carmel, IL P: 618-263-3700 | Mt. F: 618-263-3725 P: 812-753-5950 Richard J. Loesch, Orthopaedic Surgeon Dr. S.B. Jani DPM P: 618-263-3700 | F: 618-263-3725 Richard J.College Loesch, DPM HEARING CLINIC 1527 College Dr., Mt. Carmel, IL INTERNAL MEDICINE 1418 1418 College Dr., Mt. Carmel, IL Dr., Mt. Carmel, IL ORTHOPAEDIC & | F: 618-263-6291P: HEARING CLINIC P: 618-263-6400 1418 College Dr., Mt. Carmel, IL Sleep Study Phone: 618-240-2740 812-386-6750 Dr.American Narendra Anadkat All Hearing Clinic ORTHOPAEDIC & SPORTS MEDICINE P: 812-386-6750 2200 State St., Lawrenceville, IL Wabash General All American Hearing ClinicPrimary 1418 College Dr., Hospital Mt. Carmel, IL Care SPORTS MEDICINE P: 618-707-4360 | F: 618-707-4370 1123 College Chestnut St., Mt. Carmel, IL SLEEP STUDY 1418 Dr., Mt. Carmel, IL P: 618-380-4077 Dr. Julko Fullop P: 618-380-4077 618-263-4376 | F: 618-262-7970 SLEEP STUDY Chelsea Hon, PA-C P: Dr. Julko Fullop Orthopaedic Surgeon Dr. S.B. Jani Orthopaedics/Sports Medicine Dr. Levi McDaniel Orthopaedic Surgeon 1527 College Dr., Mt. IL INTERNAL MEDICINE Dr. JaniDr., Mt. Carmel, IL 1527 College Dr.,Carmel, Mt. Carmel, IL 1418S.B. College Wabash General Hospital Primary Care 1527 College Dr., Mt. Carmel, IL INTERNAL MEDICINE P: 618-263-6400 | F: 618-263-6291 P: 618-263-6400 | F: 618-263-6291 1418 College Dr., Mt.618-240-2740 Carmel, IL Sleep Study Phone: 1123 ChestnutAnadkat St., Mt. Carmel, IL Dr. Narendra P: 618-263-6400 | F: 618-263-6291 (9-2016) cwc Sleep Study Phone: 618-240-2740 P: 618-263-4376 | F: 618-262-7970 2200 State St., Lawrenceville, IL Dr. Narendra Wabash GeneralAnadkat Hospital Primary Care 2200 State St., Lawrenceville, IL P: 618-707-4360 | F: 618-707-4370 Wabash GeneralSt., Hospital Primary 1123 Chestnut Mt. Carmel, ILCare P: 618-707-4360 | F: 618-707-4370